Course Description:

Participants will work in teams with elementary students in the mornings to assess, design, and implement specific focused lessons. The afternoon session include seminars and planning time. Participants will begin an in-depth study of how students develop numeracy skills and concepts. Emphasis will include developmental levels based on the current research of the Common Core and the learning progressions. We will begin with how children learn the number concept to additive reasoning and multiplicative reasoning. Participants will then design and implement a mini-unit with their students in the fall and present their work in a follow-up session.

• Participants will learn current research and instructional; strategies based on the Common Core and learning progressions;
• Participants will work directly with students in the lab school to determine levels of knowing and uncover misconceptions;
• Participants will work in teams to implement, reflect, and revise lessons based on student needs;
• Participant will create a mini- unit of study to implement with their students fall of 2013 and present to the class

About the Instructor

Betsy Allen is the Math Teacher Leader at the Hardwick Elementary School. She has worked as a Math Network Leader for the Department of Education and is currently on the DOE’s Common Core Math Network Team. She was a member of the state’s team that developed the Primary Number and Operations K-2 Assessments under the leadership of Loree Silvis. She also teaches a Math Methods for Elementary Teachers course for Johnson State College and is part of their Teacher Portfolio Review Committee.

Nancy Goddette is a Math Coach and Interventionist at Johnson Elementary School. Prior to her current position she worked at Johnson Elementary as a general education teacher in a multi-aged third and fourth grade classroom. She is a recent graduate from the Vermont Mathematics Initiative. In 2009, Nancy was one of 16 Vermont educators to be selected as a NSF Master Teaching Fellow through the Vermont Mathematics Partnership.